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Related Experiment Video

Updated: Mar 21, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Novel Word Learning, Reading Difficulties, and Phonological Processing Skills.

Marina Kalashnikova¹, Denis Burnham¹

¹The MARCS Institute, Western Sydney University, Penrith, Australia.

Dyslexia (Chichester, England)

|May 6, 2016

Summary

Children with dyslexia struggle with visual-verbal paired associate learning (PAL). While they can form associations, they have difficulty retrieving learned labels for verbal production, suggesting a phonological processing deficit.

Keywords:

children dyslexia language phonological awareness vocabulary

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Assessing Dyslexia at Six Year of Age

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Published on: May 1, 2020

Area of Science:

Cognitive Psychology
Developmental Neuroscience
Educational Psychology

Background:

Visual-verbal paired associate learning (PAL) is crucial for language acquisition.
Deficits in PAL are observed in children with dyslexia, but the specific nature of the impairment remains unclear.
Understanding the source of PAL deficits is vital for targeted interventions in reading difficulties.

Purpose of the Study:

To investigate the specific components of PAL that are impaired in children with reading difficulties.
To differentiate between deficits in establishing novel associations and retrieving learned verbal labels.
To determine if PAL impairments in dyslexia stem from association formation or verbal production.

Main Methods:

A modified paired associate learning (PAL) paradigm was employed with children experiencing reading difficulties and a control group.
The study included a comprehension phase (referent selection) and a production phase (label recall).
Performance was assessed based on learning trials, accuracy, and response speed in both phases.

Main Results:

Children with reading difficulties required more trials to learn object-word associations compared to controls.
No significant differences were found between groups in the comprehension phase (referent selection).
Children with reading difficulties showed significantly lower success rates in the verbal production phase, indicating a retrieval deficit.

Conclusions:

Children with reading difficulties can establish visual-verbal associations but struggle with the verbal production of learned labels.
The findings suggest a deficit in the verbal production component of PAL tasks in children with dyslexia.
This impairment may be linked to underlying difficulties in auditory or phonological processing, impacting reading development.